Work

Teachers’ motivation for coaching: A latent profile analysis of predictors and outcomes

Year: 2026

Type: article

Abstract: Using Expectancy-Value Theory, we conducted cross-sectional latent profile analysis of 525 U.S. K-12 teachers' coaching motivation based on expectancy for success, task value, practical cost, and psychological cost. Three profiles emerged: High Motivation (60.19%), Divergent Motivation (25.14%), and Low Motivation (14.67%). High Motivation reflected high expectancy and value with low costs; Low Motivation reflected lower expectancy and value with higher costs. Divergent Motivation showed high expectancy and value but relatively higher practical and psychological costs. Compared with Low Motivation, teachers in the Divergent profile were more likely to be female, younger, have more years of teaching experience, work in special education, and report higher engagement self-efficacy and overall self-efficacy. Stress differed by profile: Low Motivation reported the highest stress, while High and Divergent did not differ significantly. Overall, these findings offer important theoretical and practical implications for understanding and supporting teachers’ engagement in coaching.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2026.105870

Authors: Jiayi Wang, Chun Chen, Yuran Chen, Fuyu Mei, Shu Feng

Institutions: University of Houston, Chinese University of Hong Kong, Peking University, Chinese University of Hong Kong, Shenzhen, Ministry of Technology, Innovation & Citizens' Services

Language: English

Topic: Teacher Education and Leadership Studies

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,380